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Differentiating children with school‐related problems after four years using the Miller assessment for preschoolers
Author(s) -
Miller Lucy Jane
Publication year - 1988
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198801)25:1<10::aid-pits2310250103>3.0.co;2-0
Subject(s) - psychology , developmental psychology , miller , predictive validity , special education , pre school , mathematics education , ecology , biology
In a four‐year follow‐up study, the performance of 338 children on the Miller Assessment for Preschoolers was compared to indices of school functioning. Criterion measures included: retention in school, poor teachers' observations, assignment to special services or special classes, and below average report card grades. Results showed that preschoolers with low MAP scores were significantly more likely to be represented in school problem categories than were preschoolers with higher MAP scores. MAP Total scores differentiated problem and no‐problem school children under all eight problem categories. These results confirm the predictive value of the MAP. Implications for refining school outcome variables in validity research on preschool screening instruments are discussed.

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